How to use Revised Bloom’s Taxonomy and Gardner’s Multiple Intelligences to Differentiate Activities

1. How to use Revised Bloom’s Taxonomy and Gardner’s Multiple Intelligences to Differentiate Activities Summer 2008 Wendy Carpenter Science Instructional Facilitator wcarpenter@dpi.state.nc.us

4. Analyze the degree of challenge and variety in your current instructional plans. Modify, adapt, or design new approaches to instruction in response to students’ needs, interests, and learning preferences. Differentiation is a two-step process:

6. Differentiation of Instruction • Teachers can differentiate products. • Products may be tangible, verbal and may have actions. • Products reflect what students have understood and been able to apply. • Products show learning in use and may reveal new thinking or ideas.

7. How do you discover students’ learning styles in order to differentiate for them?

8. Gardner’s Multiple Intelligences There are 8 intelligences/8 different ways of learning and thinking and each person has relative strengths and limitations

9. Gardner’s Multiple Intelligences

12. Gardner’s Multiple Intelligences • Verbal/Linguistic List 1 • Logical/Mathematical List 2 • Visual/Spatial List 3 • Bodily/Kinesthetic List 4 • Musical List 5 • Interpersonal List 6 • Intrapersonal List 7 • Naturalist List 8

13. Revised Bloom’s Taxonomy • 6 Levels of thinking from simple to complex • Use verbs to develop and categorize activities at each level

14. Create Evaluate Analyze Apply Understand Remember Generalizing, Planning, Producing Generate a hypothesis Checking, Critiquing scientific conclusions Differentiating, Organizing, Attributing identifying parts of an experiment Executing, Implementing Graphing & applying math Interpreting, Exemplifying, Classifying, Summarizing, Comparing, Explaining Journal writing Recognition, Recalling Facts

15. Create It Judge It Examine It Use It Understand It Know It Can the student GENERATE new products, ideas or ways of viewing things? Can the student JUSTIFY a decision or course of action? Can the student DIFFERENTIATE between constituent parts? Can the student USE the new knowledge in another familiar situation? Can the student EXPLAIN ideas or concepts? Can the student RECALL information?

17. MI/RBT = Student Success • All students can Shine! • All students can focus on the same objective but at different (high or low) levels of thinking and different ways of learning so everyone achieves success.

20. NOW IT’S YOUR TURN!

21. Planning across six levels of thinking (Bloom) and eight different ways of knowing and understanding the world (Gardner) Assist in achieving a balanced program of activities that focuses on students’ abilities and interests Take the “What Is” fill in “What’s Missing” Every space on the matrix doesn’t have to be filled An integrated approach:Gardner and BloomMatrix……

22. REFERENCES • Heacox, Diane, Ed.D. (2002). Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12. • Noble, T. (2002). Integrating Gardner’s Multiple Intelligences Theory with a Revised Bloom’s Taxonomy: A new model for school reform? Doctoral dissertation, University of Sydney. • Tomlinson, Carol Anne. (1999). The Differentiated Classroom: Responding to the Needs of all Learners. Review Hand-outs

23. Comments/Questions